04.08 Testing Tips - Analyzing Documents
The excerpt below is from "Of Mr. Booker T. Washington and Others" in The Souls of Black Folk by W.E.B. Du Bois: Mr. Washington distinctly asks that black people give up, at least for the present, three things,— First, political power, Second, insistence on civil rights, Third, higher education of Negro youth,—and concentrate all their energies on industrial education, and accumulation of wealth, and the conciliation of the South. This policy has been courageously and insistently advocated for over fifteen years, and has been triumphant for perhaps ten years. As a result of this tender of the palm-branch, what has been the return? In these years there have occurred: 1. The disfranchisement of the Negro. 2. The legal creation of a distinct status of civil inferiority for the Negro. 3. The steady withdrawal of aid from institutions for the higher training of the Negro. These movements are not, to be sure, direct results of Mr. Washington's teachings; but his propaganda has, without a shadow of doubt, helped their speedier accomplishment. The question then comes: Is it possible, and probable, that nine millions of men can make effective progress in economic lines if they are deprived of political rights, made a servile caste, and allowed only the most meager chance for developing their exceptional men? If history and reason give any distinct answer to these questions, it is an emphatic NO. What does DuBois conclude is the cause of economic progress? People must be given political rights, civil rights, and an education. People must resolve their discrepancies with each other first and foremost. By improving industry, people can accumulate more wealth, which drives economic progress. People must be ready to say NO when necessary.
A
The excerpt below is from "Of Mr. Booker T. Washington and Others" in The Souls of Black Folk by W.E.B. Du Bois: Mr. Washington distinctly asks that black people give up, at least for the present, three things,— First, political power, Second, insistence on civil rights, Third, higher education of Negro youth,—and concentrate all their energies on industrial education, and accumulation of wealth, and the conciliation of the South. This policy has been courageously and insistently advocated for over fifteen years, and has been triumphant for perhaps ten years. As a result of this tender of the palm-branch, what has been the return? In these years there have occurred: 1. The disfranchisement of the Negro. 2. The legal creation of a distinct status of civil inferiority for the Negro. 3. The steady withdrawal of aid from institutions for the higher training of the Negro. These movements are not, to be sure, direct results of Mr. Washington's teachings; but his propaganda has, without a shadow of doubt, helped their speedier accomplishment. The question then comes: Is it possible, and probable, that nine millions of men can make effective progress in economic lines if they are deprived of political rights, made a servile caste, and allowed only the most meager chance for developing their exceptional men? If history and reason give any distinct answer to these questions, it is an emphatic NO. and The excerpt below is from the General Introduction to Tuskegee and Its People by Booker T. Washington: Institutions, like individuals, are properly judged by their ideals, their methods, and their achievements in the production of men and women who are to do the world's work. One school is better than another in proportion as its system touches the more pressing needs of the people it aims to serve, and provides the more speedily and satisfactorily the elements that bring to them honorable and enduring success in the struggle of life. Education of some kind is the first essential of the young man, or young woman, who would lay the foundation of a career. The choice of the school to which one will go and the calling he will adopt must be influenced in a very large measure by his environments, trend of ambition, natural capacity, possible opportunities in the proposed calling, and the means at his command. In the past twenty-four years thousands of the youth of this and other lands have elected to come to the Tuskegee Normal and Industrial Institute to secure what they deem the training that would offer them the widest range of usefulness in the activities open to the masses of the Negro people. Their hopes, fears, strength, weaknesses, struggles, and triumphs can not fail to be of absorbing interest to the great body of American people, more particularly to the student of educational theories and their attendant results. Based on these passages, what is the main difference between the teachings of W.E.B. DuBois and Booker T. Washington? Washington saw the benefits of education, and DuBois believed it conflicted with progress. Washington insisted on political and civil rights, and DuBois demanded economic progress. Washington promoted self-reliance and the gradual advancement of the black people, and DuBois supports radical change. Washington approached the problem from a capitalist point of view, and DuBois approached it from a spiritual one.
A
The excerpt below is from "Of Mr. Booker T. Washington and Others" in The Souls of Black Folk by W.E.B. Du Bois: Mr. Washington distinctly asks that black people give up, at least for the present, three things,— First, political power, Second, insistence on civil rights, Third, higher education of Negro youth,—and concentrate all their energies on industrial education, and accumulation of wealth, and the conciliation of the South. This policy has been courageously and insistently advocated for over fifteen years, and has been triumphant for perhaps ten years. As a result of this tender of the palm-branch, what has been the return? In these years there have occurred: 1. The disfranchisement of the Negro. 2. The legal creation of a distinct status of civil inferiority for the Negro. 3. The steady withdrawal of aid from institutions for the higher training of the Negro. These movements are not, to be sure, direct results of Mr. Washington's teachings; but his propaganda has, without a shadow of doubt, helped their speedier accomplishment. The question then comes: Is it possible, and probable, that nine millions of men can make effective progress in economic lines if they are deprived of political rights, made a servile caste, and allowed only the most meager chance for developing their exceptional men? If history and reason give any distinct answer to these questions, it is an emphatic NO. By following Washington and not insisting on civil rights, what has been the effect for the black people according to DuBois? They have been disfranchised. A distinct status of civil inferiority has been created. Institutions have withdrawn aid for their colleges. They have accumulated a great deal of self-respect.
B
The excerpt below is from the General Introduction to Tuskegee and Its People by Booker T. Washington: Institutions, like individuals, are properly judged by their ideals, their methods, and their achievements in the production of men and women who are to do the world's work. One school is better than another in proportion as its system touches the more pressing needs of the people it aims to serve, and provides the more speedily and satisfactorily the elements that bring to them honorable and enduring success in the struggle of life. Education of some kind is the first essential of the young man, or young woman, who would lay the foundation of a career. The choice of the school to which one will go and the calling he will adopt must be influenced in a very large measure by his environments, trend of ambition, natural capacity, possible opportunities in the proposed calling, and the means at his command. In the past twenty-four years thousands of the youth of this and other lands have elected to come to the Tuskegee Normal and Industrial Institute to secure what they deem the training that would offer them the widest range of usefulness in the activities open to the masses of the Negro people. Their hopes, fears, strength, weaknesses, struggles, and triumphs can not fail to be of absorbing interest to the great body of American people, more particularly to the student of educational theories and their attendant results. Why does Washington think thousands of young people have attended Tuskegee Institute since it opened? They wanted to improve the economic situation of the black people. They desired to become businessman and property-owners. They felt a need to demonstrate the intelligence and reliance of the black people. They sought receive training in useful, industrial activities.
D
